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6.04 Supporting
English Learners - Revised Lesson Plan
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Plan Author: David Riddick
Date Created: 2/4/2003 5:46:59 PM PST
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School:
Dyer St. Elementary
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Grade Level:
5
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Students:
31 Students. 20 boys and 11 girls. 10 E0s; 10 RFP's 10 ELD4-5: 1 ELD2. GATE
class - advanced learners
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Subject Area(s):
Reading
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Goal(s):
Students will have an appreciation of cooperative grouping to encourage
academic learning and language proficiency.
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Concept(s):
Students learn cooperative grouping allows EL students to work cooperatively
with native speakers of English to increase students’ opportunities to hear
and produce English and to negotiate meaning with others.
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Standards:
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 CA- CCTC: Aligned CSTP's and TPE's
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• Standard : CSTP: Standard for Planning Instruction and Designing
Learning Experiences for all Students
TPE: D. Planning Instruction and Designing Learning Experiences
for Students
CSTP Description: Teachers plan instruction that draws on and values
students’ backgrounds, prior knowledge, and interests. Teachers establish
challenging learning goals for all students based on student experience,
language, development, and home and school expectations. Teachers
sequence curriculum and design long-term and short-range plans that
incorporate subject matter knowledge, reflect grade-level curriculum
expectations, and include a repertoire of instructional strategies.
Teachers use instructional activities that promote learning goals and
connect with student experiences and interests. Teachers modify and
adjust instructional plans according to student engagement and
achievement.
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• CSTP Key Element : Modifying instructional plans to adjust for student
needs.
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 Question : adjust the lesson plan to
make content relevant and accessible to each student?
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CA- California K-12 Academic Content Standards
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• Subject : English Language Arts
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• Grade : Grade Five
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• Area : Reading
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• Sub-Strand 2.0: Reading Comprehension (Focus on Informational Materials)
Students read and understand grade-level-appropriate material. They
describe and connect the essential ideas, arguments, and perspectives of
the text by using their knowl-edge of text structure, organization, and
purpose. The selections in Recommended Readings in Literature,
Kindergarten Through Grade Eight illustrate the quality and complexity of
the materials to be read by students. In addition, by grade eight,
students read one million words annually on their own, including a good
representation of grade-level-appropriate narrative and expository text
(e.g., classic and contemporary literature, magazines, newspapers, online
information). In grade five, students make progress toward this goal.
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• Concept : Comprehension and Analysis of
Grade-Level-Appropriate Text
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Standard 2.4: Draw inferences,
conclusions, or generalizations about text and support them with
textual evidence and prior knowledge.
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Objective(s):
Cognitive: Students will learn cooperative grouping encourages academic
learning and language proficiency.
Observable behavior: Students will follow along with teacher in beginning of
the lesson, and continue the story reading in cooperative groups.
Criteria: Given a comprehension handout, the students will demonstrate
his/her ability to answer comprehension questions of "McBroom the
Rainmaker" with 70% accuracy.
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Prerequisite Background Skills/Knowledge:
Students are familiar with the topic and unit them of the story "McBroom
the Rainmaker." Students have been introduced and are familiar with the
words in the vocabulary section.
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Vocabulary / Language Skills:
Listening: Students listen to verbal instructions given during directed
lesson. ELD students are given help by peer tutors as teacher speaks.
Speaking: Students participate in directed lesson by raising hands and
answering questions.
Writing: Students will take notes and write their Language Arts notebooks.
Reading: Students read from Open Court anthology.
Vocabulary: exaggeration, Tall Tale, merciful, skeeters,confounded, parched,
ornery, drought, mischief, regard, parched, drought, genuine, prairie
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Materials:
1) Pencil & Paper
2) Transparencies
3) Transparency pen
4) Open Court Anthologies
5) Comprehension questions "McBroom the Rainmaker"
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Classroom Management:
During directed lesson, students are seated in assigned seats, which are
2-person desks.
I will give out extra credit points for students who participate and
cooperate with lesson.
Extra credit points for actively engaged students
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Procedure:
Procedure: Open
As an attention getter, I call on students who have transitioned well into
Reading to be the first volunteers to share what they know about "The
Book That Saved The Earth."
Procedure: Body
Input:
1st: Point out the standards we are working on (posted).
2nd: Establish a sense of academia by reviewing vocabulary for this lesson,
and deepen their understanding by allowing students to demonstrate their
knowledge of the words.
3rd: I will inform the students we will be working in cooperative groups to
locate main ideas and details. This lesson will be broken down into 3
sections:
1) Pick the Helpers
2) Work in Cooperative Groups
3) Class Discussion
4th: Pick the Helpers: Class will be given a comprehension handout on
"McBroom the Rainmaker." Students will read the story and answer
comprehension questions. Students who score the highest on the first 4
problems will be the cooperative group Helpers.
5th: Work in Cooperative Groups: Helpers will quickly choose who they want to
work with. Together, the Helpers will assist students who are struggling in
finishing the comprehension handout. Helpers will not give the answer, but
guide in achieving the correct answer.
6th: Class Discussion: Elicit higher level thinking questions by allowing
students to explain their answers in a grand conversation.
Guided Practice:
I will model how students should correct on another in cooperative groups.
The goal is for students to work as a team, without one member of the group
dominating.
I will describe how using a variety of guided reading strategies promote
reading comprehension.
I will activate their prior knowledge of the story and theme.
To check for understanding, I use non-verbal hand cues to assess for
confusion and clarification.
MODIFICATIONS:
Try not to over-emphasize one student or group over the other. Students need
to work interdependently.
I will encourage students to develop their own closed and open ended
questions. Once the students answer and respond to the questions in the text,
they will create their own questions using Bloom's taxonomy chart. The
students will begin with the basic knowledge questions and proceed through
more complex questions using the taxonomy chart: knowledge, comprehension,
application, analysis, synthesis, evaluation. Questions in evaluation require
the greatest amount of higher level thinking and accountable talk.
Independent Practice:
Students will read independently to answer comprehension handout questions.
Students will work in cooperative groups of 2 or 3 to answer and support
their reasoning of the comprehension handout "McBroom the
Rainmaker."
High achieving students will be allowed to expand their understanding by
making their own comprehension questions and presenting them to the class.
Procedure: Close
To close the lesson students will share words that gave them difficulty. In a
grand conversation, we will discuss strategies that work to build
comprehension.
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Assessment:
The students will complete a comprehension worksheet on the story
"McBroom the Rainmaker" with an accuracy level of 70% accuracy.
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Assessment/Rubrics:
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Reflection:
The objective of the lesson was achieved. The students were able to answer
comprehension questions of “McBroom the Rainmaker” with above 70% accuracy.
This lesson was taught to my Intersession class. My students found the
comprehension questions rather simple. Picking the helpers became the most
challenging task because the students as a class scored extremely well. I was
expecting about half of them to score well and allow them to assist the other
half. However, 75% of the students scored 100% on the quiz. I believe the
comprehension handout was too simple for the students. The handout was from a
5th grade Open Court anthology assessment. Usually the students find the
assessments much more challenging.
If I were to teach this lesson again, I would have made better use of my
cooperative groups. The students worked well together. Yet they were asking
each other basic closed ended direct questions. To encourage higher-level
thinking, I will post sample questions at each level of taxonomy: knowledge,
comprehension, application, analysis, and synthesis.
Sample questions in knowledge include:
1) Name all the characters in the novel
2) Write 6 facts from the chapter
Moreover, sample questions in evaluation include:
1) Was the main character of this novel admirable or despicable, and why?
2) Which character in the selection would you most like to spend the day
with?
I want to engage my EL students in higher-level thinking. I believe sheltered
instructional strategies are based on good pedagogical techniques and benefit
all students.
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